English; Unit 3: Point of View Essay (2) – Assignment


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English; Unit 3: Point of View Essay (2) – Assignment 
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Unit 3: Point of View Essay (2) – Assignment
The second portion of this assignment is the rhetorical analysis. In the rhetorical analysis, you
will explain how you used the five features to make the same exact place seem so very positive
in one paragraph and yet so negative in the second paragraph.
The second portion of this assignment is a two step process.
1.) Review your two paragraphs noting each of the places you used any of the tools in the
Writer’s Toolbox. Try to find at least two examples of each of the tools from the Writer’s
Toolbox employed in each descriptions (except for tell sentences and direct statements of
meaning, which you should have limited to only one per paragraph). If you can’t find two
examples of the other features in each of your descriptions, you’ll probably want to revise your
initial description, adding more of those features.
2.) Write your rhetorical analysis, devoting at least one paragraph to each of the tools in the
Writer’s Toolbox. You will probably want to begin each paragraph of the rhetorical analysis
with a general claim. “I used a great deal of word choice in each of my two descriptions.”
Then you’ll want to follow that claim with examples. “For instance, in my positive paragraph,
I described the sun as “gleaming,” which implies that the light was pleasantly bright. However,
in my negative paragraph, I described the sun as “glaring,” implying that the light was too
bright, and in fact painful to look at.”
Here’s a student example of the second portion of this assignment. (This is the same student
who focused on Pillsbury Crossing in his positive and negative descriptions.)
Rhetorical Analysis
I chose Pillsbury Crossing for my descriptions in this paper. I enjoyed writing about
Pillsbury Crossing because it seemed to offer many positive and negatives, and I had never
been there before. This allowed me to record my own first impressions, both pleasant and
unpleasant. The floodplain is very peaceful, yet it is scarred by humankind’s misuse of the
nature park.
I wrote my first sentence as an overt statement which explained the mood of the rest of the
paragraph. For my pleasant impression, I stated “Nature’s beauty surrounds me,” emphasizing
the beauty on can find in a place such as this. In contrast, for my negative impression, I wrote
“Death has had her way here.” The notion of death immediately makes the tone grim and
unpleasant, even though death is also a fundamental aspect of the natural world.
Unit 3: Point of View Essay (2) – Assignment 6/28/16, 5:27 AM
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With my tone clearly established, I next had to consider my word choice very carefully. In
order to show the reader what I experienced, I had to choose words that fit the mood of the
description as set by my overt statements of meaning. In my pleasant description, I discuss the
sun’s rays and how they are “crisp” and “relieving.” These words make the sun’s rays seem
pleasant and positive; however, in the negative description, the sun’s rays were “hazardous.”
This description emphasizes the fact that the sun’s rays can be harmful and dangerous. I also
describe the leaves in both paragraphs. While the leaves were colorful, reflecting “green,
yellow, and brown hues” in my positive description, they were “withering” and falling to the
ground to create a leaf “cemetery” in my negative description. This helps maintain the mood
of each of my respective paragraphs.
I also left out details from certain paragraphs to keep the mood and tone consistent. In my
pleasant description, I omitted the observation of garbage “decaying to the roots of hungry
plants.” I did not include the garbage in my pleasant paragraph because it did not fit into my
description of the gorgeous scenery. If I had included the garbage and trash in the positive
paragraph, the reader would picture a nice place filled with a bunch of filthy waste. This is not
what I wanted. In the unpleasant impression, I left out how the bugs whistled and chanted. By
simple describing them as “swarming” and omitting the beauty of their sounds, the bugs seem
to be only an annoyance in the negative paragraph.
Similes and metaphors were helpful as well, allowing me to create an impression that nature
was either alive and comforting or dead and disturbing. In the pleasant description, I wanted
the impression to be welcoming and lively, so I wrote “the wind bristles the leaves as if they
were applauding the breath of the land.” I wanted to make Mother Nature have a personality.
By using similes like “symphony of nature,” it gives Mother Nature a graceful, caring attitude,
which makes the description seem more pleasant. In the negative paragraph, I compare thunder
to a cannon, “echoing off the hills of the horizon.” This portrays thunder as a menacing force,
roaring through the landscape, making Mother Nature seem mean, stingy, and threatening.
Throughout my descriptions, I also paid attention to sentence structure. I start each
paragraph with a short, tell sentence, to make sure the reader knows exactly what impression I
have of this place. “Nature’s beauty surrounds me” contrasts sharply with “Death has had her
way here.” In the rest of the paragraph, I used longer sentences, which allowed me to truly
show the reader my place. For instance, in the sentence “Different bugs whistle and chant
around me, voicing their opinions and contributing to the symphony of nature,” I state the
object being described, describe it, and try to elaborate as much as possible.
Please be sure to review the Submitting Your Assignment of Unit #4 section for specific
instructions on how you should turn in your work for grading. The Point of View Essay with all
required sections is due at the end of Unit #4.
Unit 3: Point of View Essay (2) – Assignment 6/28/16, 5:27 AM
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Unit 3: Point of View Essay (2) – Competencies Connection 6/28/16, 6:35 AM
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Unit 3: Point of View Essay (2) – Competencies Connection
The following course competencies are emphasized in this unit:
* Employ planning strategies that are effective for a variety of writing tasks, including, but not limited to
journaling, listing, freewriting, brainstorming, clustering, reporter’s questioning. (Outcome A,
Competency #1)
* Organize an essay using outlining strategies. (Outcome B, Competency #2)
* Write an opinionated, focused thesis statement and topic sentences for a specific audience and
purpose. (Outcome B, Competency #3)
* Compose a thesis that will address a specific audience. (Outcome B, Competency #4)
* Demonstrate mastery of a variety of organizational methods appropriate to the writing task, such as
comparison/contrast, cause/effect, definition, problem/solution, classification, and process analysis.
(Outcome C, Competency #6)
* Compose opinionated topic sentences that not only support the thesis but also direct the content of
the paragraph. (Outcome C, Competency #7)
* Incorporate both general and specific supporting evidence. (Outcome C, Competency #8)
* Correctly use appropriate and effective transitional devices. (Outcome E, Competency #12)
* Correctly incorporate pronouns and key words as coherence devices. (Outcome E, Competency #13)
* Demonstrate proficiency in using parallel structure. (Outcome E, Competency #14)
* Write using standard English grammar. (Outcome F, Competency #18)
* Evaluate the effectiveness of the relationship between the thesis and the essay to determine whether
the essay develops the idea expressed in the thesis and whether the thesis accurately conveys the ideas
developed in the essay. (Outcome G, Competency #19a & #19b)
* Evaluate the effectiveness of the relationship between each topic sentence and its paragraph to
determine whether the paragraph develops the idea expressed in the topic sentence and whether the
topic sentence accurately conveys the ideas developed in the paragraph. (Outcome G, Competency #20a
& #20b)
* Revise paragraphs for logical presentation and complete development of ideas. (Outcome G,
Competency #21)
* Revise sentences for clarity, emphasis, economy and variety. (Outcome G, Competency #22)
* Write in third person, when appropriate, following the rules for correct pronoun/antecedent
agreement. (Outcome G, Competency #23)
* Employ strategies that promote the use of active voice. (Outcome G, Competency #24)
* Use conjunctions correctly, observing the conventions of parallel structure and correct punctuation.
Unit 3: Point of View Essay (2) – Competencies Connection 6/28/16, 6:35 AM
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(Outcome G, Competency #25)
* Demonstrate proficiency in proofreading and editing. (Outcome G, Competency #26)
For more information about our course outcomes and competencies, please refer to our course syllabus.

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